" Interviews revealed mid-career faculty participated to learn about general leadership concepts from discussions, and some junior faculty participated to gain leadership skills to help with promotion. All participants noted they were exposed to novel leadership styles. Teaching and practice commitments were the two highest noted barriers to participating.Conclusion Providing an interactive discussion forum to learn and discuss leadership concepts and qualities is effective for personal growth and professional development. Other schools and institutions can implement similar activities to foster leadership.Objective. To successfully meet competencies related to ACPE Standards 3 and 4, it is essential for pharmacy programs to assess student progression in the affective domain. The purpose of this study was to develop and assess evidence of validity for a situational judgment test (SJT) that encompasses Standards 3 and 4.Methods. A multi-institutional faculty team developed an 18-item SJT (scenarios asking the respondent to rank the effectiveness of four approaches) mapped to Standards 3 and 4. The group systematically reviewed the literature, , created items, and iterated until consensus was achieved. Subject matter experts (SME) reviewed and provided feedback on the instrument. Students from two institutions were recruited for cognitive interviewing on the finalized instrument. Cognitive interview data were analyzed for themes.Results. After edits to the instrument based on SME feedback, students (n=18) in the cognitive interviews. identified item length as a concern and commented on item/response clarity and comprehensiveness . Data from the cognitive interviews were used to modify the SJT to reduce length and clarify items. The result was two shorter versions of the instrument both with similar mapping to all elements in Standards 3 and 4.Conclusions. Early steps of validating an SJT suggest the instrument may be a promising tool to assess student progression in the affective domain. The SJT instrument is intended to provide evidence of the development that occurs in didactic, experiential, and co-curricular education as part of a comprehensive assessment plan. Further validation is in progress to establish this instrument.Objective. Promoting equity and diversity in health care must include increasing the prevalence of minority health care professionals. The purpose of this study was to (1) evaluate changes in Black student enrollment in colleges of pharmacy, medicine, and dentistry; (2) determine if significant differences exist in Black student enrollment among these colleges; and (3) grade colleges on how well Black student enrollment reflects state populations and compare failing grades between 2010 and 2019.Methods. Enrollment data were obtained through the American Association of Colleges of Pharmacy, Association of American Medical Colleges, and American Dental Association for Fall 2010 through Fall 2019. Average percentage of Black students and rate change was determined. Colleges were graded on their percentage of Black students relative to Black residents in their state. https://www.selleckchem.com/products/bso-l-buthionine-s-r-sulfoximine.html Kruskal-Wallis H test, Wilcoxon signed rank tests, and Chi square tests were performed to quantify differences in enrollment and college grades.Results. Colleges of pharmacy and medicine experienced a significant increase in Black student enrollment between 2010 and 2019, but colleges of dentistry did not. Pharmacy and medicine also had significantly greater Black student enrollment in 2019 compared to dentistry. Proportion of colleges of pharmacy and medicine with failing grades decreased between 2010 and 2019.Conclusion. To facilitate improved access and limit health and health care disparities, it is important health professions colleges reflect the diversity of the patient populations they serve. Serious and intentional efforts toward diversification, inclusivity, and equity are necessary to improve Black student enrollment.Objective. To assess the impact of the Patient Voices series by measuring change in student confidence to interact with patients from underserved communities, comparing student self-ratings of performance in this area with preceptor evaluations, and examining student perceptions of this content.Methods. A series of patient speakers and integrated simulation activities focused on underserved populations (i.e., the Patient Voices series) was embedded into a pharmacy skills laboratory curriculum. First professional year (P1) student self-ratings of confidence were compared on pre- and post-course surveys. Using evaluations from P1 introductory pharmacy practice experience (IPPE) rotations, student self-evaluation data were compared to preceptor evaluations of student performance. Open-ended responses to course evaluations (from first- and second-year PharmD students) and student reflections (from third-year PharmD students) were assessed using conventional content analysis to identify and characterize student perceptions.Results. Statistically significant increases were observed in P1 students' confidence to show empathy (mean, 4.22 to 4.70) and to interact with patients from underserved communities (mean, 2.24 to 4.22). Preceptor data on empathy was consistent with students' self-rated abilities, while student self-ratings on cultural sensitivity were higher. Qualitative analysis of course evaluation surveys and reflections revealed common themes identified by students such as understanding different perspectives, increased empathy for patients, and the value of including this content in the curriculum.Conclusion. Student confidence to interact with patients from a variety of underserved populations increased following the introduction of the Patient Voices series, and students perceived the series to be a valuable learning experience.Electronic health records (EHRs) are integral to contemporary pharmacy practice. The use of EHRs and EHR skill development in curricula across pharmacy education is variable. Skills-based courses in curricula are ideal areas to develop these skills and integrate EHR use with the Pharmacists' Patient Care Process. Consideration should be given by each school/college of pharmacy to have an EHR curriculum embedded within skills based courses to help students be ready for Advanced Pharmacy Practice Experiences (APPEs), as well as practice. A consensus on what skills or competencies should be consistently included in schools/colleges of pharmacy should be developed across pharmacy education to increase consistency in the delivery of EHR skills education and assessment. Emphasis on EHR skills and incorporation of them in to national pharmacy education standards would help further guide development and assessment, as well as ensure new pharmacists are on the cutting edge of patient care and technology.